2016 merrylands public school annual report...introduction the annual report for€2016 is provided...

Merrylands Public SchoolAnnual Report

2016

2531

Printed on: 2 May, 2017 of 14 Merrylands Public School 2531 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Merrylands Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

W E Simpson

Principal

School contact details

Merrylands Public SchoolFowler RdMerrylands, 2160www.merryland-p.schools.nsw.edu.aumerryland-p.School@det.nsw.edu.au9632 9709


School background

School vision statement

Empowering every student to be an effective 21st century learner through rich, varied and meaningful experiences.

School context

Merrylands Public School is located in South–Western Sydney. It provides an excellent education catering for allstudents. Merrylands Public School welcomes all students and their families. Merrylands Public School promotesstudents, staff and parents working together to ensure the best possible outcomes for our students. We work together toensure that our students are safe, respectful and responsible. Merrylands Public School offers many opportunities forstudents to participate in sporting and creative arts activities. The school participates in the local Primary School SportsAssociation competition in summer and winter as well as many local and state knockout competitions.

The staff is committed, enthusiastic and supportive of each other and the school’s purpose.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For all schools (except those participating in external validation processes):

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.


Strategic Direction 1

Strategic direction 1: TEACHING Collaborative Professional Learning Culture

Purpose

To provide high quality professional learning that caters for the emerging and differing needs of all staff as lifelonglearners and leaders.

Overall summary of progress

At Merrylands Public School there is a demonstrated commitment to positive respectful school relationships that promotestudent well–being in good conditions. There is a commitment to school priorities and all staff understands that studentengagement and learning are related. Behaviour expectations are explicitly taught for all school settings.

There is clear evidence of staff/student positive respectful relationships. There are numerous programs eg EAfS thataddress student learning needs. The highly effective Learning Support Team supports individual learning needs ofstudents both socially and academically. The school has active partnerships to ensure learning continuity. Evidencebased teaching practice is utilised across K–6.

The school has explicit processes to collect, analyse and report school performance.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

100% of staff participate indifferentiated PL based on theirPDP

Differentiated PL determined directly by studentlearning needs.

All staff provided with planned, systematic andexplicit professional learning including strategies forthe provision of effective feedback to improvestudent learning

Nil

100% of staff shareexpertise/knowledgeafterattending PL

Regular mid–term discussion held in professionallearning meetings

Nil

Strengthen communitypartnerships with neighbouringschools and WSU

Develop community partnerships with local schools– Reading Recovery, IL Numeracy Network,Western Sydney University (pre service teachersand Stage 3 program– First Foot Forward),Merrylands High School Maths/Dance programs,Mass Choir through Our Spectacular Opera Houseconcert and Holroyd/Fowler Rd Schools visits.

Nil

Next Steps

Introduce peer observations and demonstration lesson across all stages.

Succession planning to ensure future need of the school and Department are meet ensuring future leaders are identifiedand their leadership skills and capacities are developed



Strategic direction 2: Learning: Innovative and engaged learners supported by data driven high quality teaching andplanning

Purpose

To support the pursuit of excellence through data driven quality teaching and a differentiated curriculum.


Teachers provide explicit timely feedback to students. Teachers use data analysis when planning. Processes are inplace for teachers to provide and receive peer feedback. There is a focus on providing improved pedagogy in Literacyand Numeracy though in–school professional learning. Beginning teachers are provided with targeted support. Teacherswork to towards the school’s goals ethically. Indivdual PDP’s are well established and are supporting teachers.




Reading

Kindergarten 80% of students ator above level 9 at Cluster 4

Year 1 80% of students at orabove level 18 at Cluster 6

Year 2 80% of students at orabove level 22 at Cluster 8

80% student in Year 3 achieveCluster 9 on the Literacycontinuum




Year 5 80% of students achieveexpected growth in NAPLAN

Writing

80% of students K–3 are atthe expected cluster in Writing attheconclusion Term 4


80% student in Year 4 achieve

Reading

Kindergarten: 70% of students at or above level 9 atCluster 4

Year 1: 73% of students at or above level 18 atCluster 6

Year 2: 54% of students at or above level 22 atCluster 8

Year 3: 52% of students achieved Cluster 9 on theLiteracy continuum




Year 5 NAPLAN: 51.3% of students achievedgreater than or expected growth

Writing

K: 64% of students are at or above Cluster 4

Year 1: 47% of students are at or above Cluster 6



Year 4: 25% of students are at above cluster 10

Year 5: 27% of students are at above Cluster 11

Year 6: 24% of students are at or above Cluster12

There is no growth data available for 2016 NAPLANPrinted on: 2 May, 2017 of 14 Merrylands Public School 2531 (2016)




Cluster 10 on the Literacycontinuum



Year 5 80% of students achieveexpected growth in NAPLAN

General ImprovementMeasures

Student attendance will exceed94%

Writing. (73% of students were at or above nationalminimum standards)

Student attendance was 94.1% across the schoo.l

Next Steps

To ensure consistency of teacher judgement across Literacy and Numeracy so that transition points are strengthened.

Continuing the growth of evidence based teaching practice across all stages.

Continuing to develop community partnerships in order to support parent/carer understanding of what their children arelearning. This will support student progress.



Strategic direction 3: Leading: Developing a culture of high expectations with students, staff and the community so thatstudents are engaged in high quality learning

Purpose

To engage the wider community in a range of school activities to foster parent/school relationships that improve studentoutcomes leading to whole school improvement.


Staff have purposeful leadership roles based on expertise. The school has productive relationships with the schoolcommunity. Clear processes with milestones are evident to direct the implementation of the school plan. There isstrategic financial management both human and physical to maximise resources to implement the school plan.Longerterm financial planning is evident.




100% of aspiring leadersidentified and mentored

Increase parent/carerinvolvement in school programsand activities as monitoredthrough attendance at coursesand coffee and a chat EAL/D ledsessions

80%of students achieving atexpected clusters onLiteracy/Numeracy continuums

100% of students identified inNCCD as requiring a substantiallevel ofadjustment will have anILP and adjustment trackingsheet

100% of students with ILPsmakingprogress towards orachieving ILP goals

Aspiring leaders are mentored by existing leaders.Leadership skills are developed. Aspiring leaders attend executive meetings and work with anexecutive mentor.

Developed an inclusive, supportive and empoweredschool community extending networks throughinvolvement of the CLOs and EAL/D staff.

Students were mapped on the Numeracy andLiteracy continuums

Learning and Support team/Leader initiated ILPsand collected all adjustment tracking and ILPs forrollover to 2017

Nil

Next Steps

To further develop the use of 21stC learning pedagogy using communication, collaboration, creativity as a focus area.

Continue to develop future leaders.

Supporting the effective resourcing of flexible learning spaces and technology through effective financial management.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading PLP developed for each Aboriginal student inconsultation with parent/carer.

Cultural awareness incursion planned

$3286

English language proficiency Employed Bilingual SLSOs – Arabic & Dari

Completed TELL program

Mentored staff through quality conversationsto ensure effective teaching of EAL/Dstudents

Department funding

• English languageproficiency ($30 733.00)

Low level adjustment for disability Provide SLSO support all stages

Provide additional regular L & S staff

Provide Additional CRT staffing forprogramming ILP/ Social stories andinterventions

$16000

Quality Teaching, SuccessfulStudents (QTSS)

Executive Mentor Program Department funding/staffing

Socio–economic background Additional Learning and Support Teachersand SLSOs

Executive Mentor Program

Tech Support

$143000

Support for beginning teachers Provide additional RFF for reportsaccreditation, professional learning andpreparation

Provide Mentor Support 2 days per week

Department funding

Targeted student support forrefugees and new arrivals

Employed Bilingual SLSOs – Arabic & Dari

Staff completed TELL program

Weekly morning and afternoon parent groups

Department funding


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 194 186 219 216

Girls 170 179 198 226

School enrolments continue to increase .

Student attendance profile

School

Year 2013 2014 2015 2016

K 93.9 96.3 92.4 92.6

1 93.8 93.9 92.5 92.6

2 95.9 94 90.5 95

3 97.6 94.5 91.7 94.9

4 96.3 96.3 94.9 93.5

5 96.2 95.5 96 95.2

6 96 97.2 92.3 96.4

All Years 95.4 95.2 92.7 94.2

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Management of non-attendance

School attendance is above state average and is afocus area. The support of the HSLO has assisted inthe above average attendance rates

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 4

Classroom Teacher(s) 16.67

Teacher of Reading Recovery 0.63

Learning and Support Teacher(s) 1.7

Teacher Librarian 0.8

Teacher of ESL 2.2

School Administration & SupportStaff

7

Other Positions 1.56

*Full Time Equivalent

No Aboriginal staff are identified as working atMerrylands Public School.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 79

Postgraduate degree 21

Professional learning and teacher accreditation

School expenditure on teacher professional learningtotalled $21 611.07. An additional $104534.86 wasspent on Professional Learning through the EarlyAction for Success Program.

There were 6 teachers maintaining accreditation atProficient and two gained Proficiency status.

All staff participated in school development days.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from the


school Annual Financial Statement.

Income $

Balance brought forward 396 897.00

Global funds 250 761.00

Tied funds 887 048.00

School & community sources 56 691.00

Interest 7 854.00

Trust receipts 6 500.00

Canteen 0.00

Total income 1 605 751.00

Expenditure

Teaching & learning

Key learning areas 14 780.00

Excursions 7 032.00

Extracurricular dissections 20 416.00

Library 411.00

Training & development 0.00

Tied funds 498 299.00

Short term relief 44 004.00

Administration & office 48 494.00

School-operated canteen 0.00

Utilities 33 105.00

Maintenance 62 042.00

Trust accounts 6 690.00

Capital programs 37 576.00

Total expenditure 772 849.00

Balance carried forward 832 902.00

The information provided in the financial summaryincludes reporting from 1 December 2015 to 31December 2016.


2016 Actual ($)

Opening Balance 0.00

Revenue 933 537.54

(2a) Appropriation 894 948.56

(2b) Sale of Goods andServices

134.00

(2c) Grants and Contributions 37 736.65

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 718.33

Expenses -427 551.89

Recurrent Expenses -427 551.89

(3a) Employee Related -303 069.02

(3b) Operating Expenses -124 482.87

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

505 985.65

Balance Carried Forward 505 985.65

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.

There are no or substantialunderspending/overspending. Funds were used asintended.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2016 Actual ($)

Base Total 2 620 939.54

Base Per Capita 24 166.38

Base Location 0.00

Other Base 2 596 773.16

Equity Total 855 744.31

Equity Aboriginal 3 286.11

Equity Socio economic 377 068.30

Equity Language 255 179.40

Equity Disability 220 210.50

Targeted Total 595 502.44

Other Total 218 392.63

Grand Total 4 290 578.90

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance


NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 toBand 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.


The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.

Parent/caregiver, student, teachersatisfaction

A small number of parents/carers have began meetingregularly of a Thursday in a group led by the EAL/Dteacher, MCLO and Bi–Lingual SLSO. The focus of thegroup was to connect with Dari speaking parents in ameaningful way so that they come to feel part of theschool community. It was an opportunity for parents toask questions and talk about school in anon–threatening setting over a cup of tea/coffee. Theresponse was very positive with parents requesting anextension of the program into Term 4 and beyond withmore afternoon sessions (initially the meetings hadbeen in the morning).

Comments from participants during a survey aboutwhat the highlights had been included: Our kids feelgood about us being at school; Before I was very shybut now I can talk to friends at the school; My husbandreminds to be ready to go to school on Mondays at 2o'clock; I know more about what happens around theschool; It helps our kids at home too; I learn things; Iam happy to talk with people now; Everyone is veryfriendly.

Responses when asked what they would like to

continue or add in 2017 included: Yes! We need it tokeep going; more classes about learning English thatwe use; help us to write; time to ask more questions; it'sgood to get out of the house; can we share aboutsewing, cooking, different things about living inAustralia; it is a friendly space.

This small group of women have really strengthenedtheir connection with the school. They now feelconfident to come to any school event includingAssembly for K–2, 3–6 or whole school, PresentationDay, Harmony Day, Parent/Teacher interviews. Theyfeel valued by the school staff, "because you careabout our people here."

Policy requirements

Aboriginal education

The Aboriginal students and students from allbackgrounds within our school have benefited from artand cultural studies of Aboriginal and Torres Straitheritage through the year. The school uses anAustralian Anthem produced with Aboriginalinstrumentation and voices in each assembly.

Children had opportunities to further theirunderstanding of culture through integration of aspectsof aboriginal culture. All Aboriginal students have aPLP.

Multicultural and anti-racism education

Merrylands Public School has 92% of students fromLanguage Backgrounds other than English. There areover 44 different language backgrounds. Arabic andDari are examples of languages spoken by students.Our school has maintained a focus on MulticulturalEducation in all school activities and programs.

The school has comprehensive English as anAdditional language or Dialect (EAL/D) Program thatprovide support for all ESL students. A very successfulNew Arrivals Program continues to operate daily.

The school staff completed TELL training in 2016.

Effective ESL pedagogy continued by expanding thecollaborative planning and assessment of units of workto further deepen the knowledge of Staff.

Professional learning for EAL/D staff through theattendance at regional courses.

Whole school celebrations of Harmony Day, NaidocWeek and Refugee Week.


2016 merrylands public school annual report...introduction the annual report for€2016 is provided...

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